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141.
Gunnar Peterson John Steven 《中国教育网络》2008,(2):26-27
2007年IEEE在波士顿召开了Metricon2.0工作会议,同时进行的还有第十六届Usenix安全研讨会.与会人员被问到的首要问题是:"度量事关重大吗?"你可以想象,与会者对这一问题的直觉问答会是"yes",但是经过会议当天的一番激辩,支持这一回答的人数在数量上只是稍占上风. 相似文献
142.
Henderson J. Bryan Zillmer Nicole Holton April Weiner Steven Greenwald Eric Goss Megan Lopez M. Lisette Morales Christina Pearson P. David McNeill Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815
Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence... 相似文献
143.
This study examined the utility of response time‐based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid‐guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent unmotivated test taking behavior. Test taker behavior was found to be inconsistent with these models, with the exception of the effort‐moderated model. Effort‐moderated scoring was found to both yield scores that were more accurate than those found under traditional scoring, and exhibit improved person fit statistics. In addition, an effort‐guided adaptive test was proposed and shown by a simulation study to alleviate item difficulty mistargeting caused by unmotivated test taking. 相似文献
144.
Robert Louis Steven 《中学生英语》2008,(17)
In winter I get up at night And dress by yellow candle-light.In summer,quite the other way,I have to go to bed by 相似文献
145.
146.
Many adolescents are susceptible to negative outcomes associated with sexual behavior. This is particularly true for those who initiate sexual intercourse at an early age, have many sex partners, or engage in unprotected sex because these behaviors put one at risk for sexually transmitted infections (STIs), including HIV. This article reviews the various demographic, social‐contextual, and intrapersonal factors linked to sexual risk behaviors. Successful STI/HIV prevention programs must consider developmental and gender issues, as well as cultural norms and values, to effectively meet the prevention needs of all adolescents. We discuss the characteristics of effective intervention programs and provide the names and key features of empirically validated, school‐based STI/HIV prevention programs. In addition, we recommend specific roles for school psychologists in STI/HIV prevention efforts. Finally, other resources are provided to assist practitioners in their continuing review of STI/HIV prevention education. © 2007 Wiley Periodicals, Inc. 相似文献
147.
This article explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. We argue that expansion brought about by processes familiar to globalisation is creating wide differences in the cost of information that incentivises use of standardised patterns for producing teachers. The logic of institutional expansion, like the logic of globalisation, operates as a uniting force across previously regarded nation‐state boundaries and cultural distinctions. This brief study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets and adds insight into the critically important issues surrounding the production of quality teachers. 相似文献
148.
W. Steven Barnett Kwanghee Jung Donald J. Yarosz Jessica Thomas Amy Hornbeck Robert Stechuk Susan Burns 《Early childhood research quarterly》2008
The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation. 相似文献
149.
Bilal Ashraf Akansha Singh Germaine Uwimpuhwe Steven Higgins Adetayo Kasim 《British Educational Research Journal》2021,47(6):1675-1699
Meta-analysis is the synthesis of findings from research projects, which enables an estimate of the average or pooled effect across various studies. This study presents findings from the intention to treat analysis for a series of educational evaluations in England using a two-stage meta-analysis with standardised outcome data and individual participant data meta-analyses. The research estimates the overall impact of educational trials on pupils eligible for Free School Meals (FSM) and the attainment gap in literacy and mathematics performance between FSM and non-FSM pupils based on analysis of 88 trials and data from over half a million pupils. For the meta-analyses, frequentist and Bayesian multilevel models were used to estimate the individual and pooled effect size across categories of explanatory variables such as age groups (key stages in England) and aspects of the type of interventions (one-to-one, small group, whole class). Results indicated that the overall impact of interventions on the literacy outcomes of FSM pupils was positive, with a pooled effect size of 0.06 (0.03, 0.08). However, for mathematics, no overall effect on FSM pupils was observed. Analysis of the attainment gap indicated that literacy outcomes for FSM pupils were improved by interventions marginally more than for non-FSM pupils (pooled attainment gap 0.01 (−0.01, 0.04)). The risk of bias assessment showed that estimates were consistent across different methodological approaches. Overall, evidence from this study can be used to identify, test and scale educational interventions in schools to improve educational outcomes for disadvantaged pupils. 相似文献
150.
Susan A. Gelman Nicole Cuneo Sanika Kulkarni Sarah Snay Steven O. Roberts 《Child development》2021,92(5):1769-1784
A “digital revolution” has introduced new privacy violations concerning access to information stored on electronic devices. The present two studies assessed how U.S. children ages 5–17 and adults (N = 416; 55% female; 67% white) evaluated those accessing digital information belonging to someone else, either location data (Study 1) or digital photos (Study 2). The trustworthiness of the tracker (Studies 1 and 2) and the privacy of the information (Study 2) were manipulated. At all ages, evaluations were more negative when the tracker was less trustworthy, and when information was private. However, younger children were substantially more positive overall about digital tracking than older participants. These results, yielding primarily medium-to-large effect sizes, suggest that with age, children increasingly appreciate digital privacy considerations. 相似文献